Fen Eğitiminde Sorgulama Dayalı Öğrenme Hakkında Literatür Taraması

Year 2019, Volume: 1 Issue: 2, 91 - 118, 13.03.2019

Yurdagul Bogar

Abstract

Çağımızda eğitimden beklenen öğrenmeyi
öğrenen bireylerin yetiştirilmesidir. Bu durumda geleneksel öğrenme
yaklaşımları ve geleneksel yöntemler beklenen bu ihtiyacı karşılayamamaktadır.
Çünkü geleneksel eğitim anlayışında aktif olan öğretmen öğrenciye merak ve
ilgisinin olmadığı birçok bilgi yüklemesi yapmakta, öğrenci ise bu durumda
sorgulamadan veya içselleştirmeden doğrudan bilgiyi almakta ve dolayısı ile
pasif durumda olduğundan öğrenmeyi öğrenememektedir. Dolayısıyla öğrenmenin
öğrenilmesi, üst düzey düşünme becerilerinin ve derse karşı olumlu tutumların
kazandırılması ihtiyacıyla müfredat programları yeni yaklaşımlarla
yapılandırılmaktadır. Bu çalışmada, sorgulamaya dayalı öğrenme ile ilgili
literatürün gözden geçirilmesi amaçlanmıştır. Bu amaca ulaşmak için, bu konu
mevcut çalışma kapsamında on iki ana başlık altında incelenecektir. Bunlar sorgulamanın tanımı,
sorgulamaya dayalı öğrenme, sorgulamaya dayalı öğrenmenin türleri, sorgulamaya
dayalı öğrenme sürecinde kullanılan modeller, sorgulamaya dayalı öğrenmede
kullanılan yöntemler ve teknikler, sorgulamaya dayalı öğrenmede değerlendirme, fen
eğitiminde sorgulamaya dayalı öğrenmenin önemi, sorgulamaya dayalı öğrenmede
öğretmenlerin farklı rolleri, sorgulamaya dayalı öğrenmede öğrencilerin farklı
rolleri, sorgulamaya dayalı öğrenme ortamları ve özellikleri, sorgulamaya
dayalı öğrenme ile ilgili kavram yanılgıları ve sorgulamaya dayalı öğrenmede
karşılaşılan zorluklar. Ayrıca, bazı alt başlıklar ana başlıkları takip
edecektir.

Keywords

Sorgulamaya dayalı öğrenme, literatür taraması, fen eğitimi

Literature Review on Inquiry-Based Learning in Science Education

Abstract

Today, what is expected from education is
raising individuals who learn how to learn. In this situation, traditional
learning approaches and traditional methods could not supply this demand
because in traditional education, the teacher who is in the active position
uploads lots of information which students are not curious about or interested
in. The students in this situation acquire the information without questioning
and internalizing it, and thus cannot learn how to learn because of the passive
position they are in. Therefore,
new approaches to curriculum programming enable students to learn how to learn,
to acquire high level thinking skills and positive attitudes towards the lesson.
In this study, it is aimed to review literature related to inquiry-based
learning. In order to reach this aim, this topic will be reviewed under twelve
main headings within the current study. These are definition of inquiry,
inquiry-based learning, types of inquiry-based learning, models that are used
in the process of inquiry-based learning, methods and techniques used in
inquiry-based learning, evaluation in inquiry-based learning, the importance of
inquiry-based learning in science education, different roles of teachers in
inquiry-based learning, different roles of students in inquiry-based learning,
inquiry-based learning environments and its characteristics, misconceptions
concerning inquiry-based learning and challenges encountered in inquiry based
learning. Moreover, some sub-headings will follow the main headings.

Keywords

Inquiry-based learning, literature review, science education

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